Recently, the Association of Public and Land-Grant Universities (APLU) and the Sloan National Commission on Online Learning released a benchmarking study that found that professors are open to teaching online courses, but do not believe they are receiving adequate support to do so. Letâ€™s look at some specific findings: The consensus from more than 10,700 faculty members and 231 interviews with administrators, professors and students at APLU institutions was that it takes more effort to both develop and teach an online course than a traditional classroom course. Interestingly, a larger number of older professors reported having a harder time teaching an online class than younger professors, but combined, a majority (nearly 70 percent) considered the time-consuming effort it takes to develop online courses as a barrier to teaching online. In addition, out of eight categories related to online education, respondents rated public universities below average in seven categories including: * support for online course development and delivery, * protection of intellectual property, * incentives for developing and delivering online courses, * and consideration of online teaching activity in promotion and tenure decisions. The eighth category, technology infrastructure, was rated average. As for the future of online courses, the study found that more than 60 percent of faculty think insufficient compensation for the extra work required for online courses is not motivating to developing Web-based programmes. In fact, respondents gave the institution incentives for developing and for delivering online courses category the lowest ranking of all. Overall, the recent survey data indicates a growing acceptance of online learning among faculty, but this acceptance is accompanied by a number of frustrations. According to a Sloan Consortium survey of online learning, online enrolment in the U. S. alone has more than doubled from an estimated 1. 6 million students in fall 2002 to 3. 94 million students in fall 2007 and grew by 12. 9 percent from fall 2006 to fall 2007, while several times that number is reported for international students and institutions (notably in European countries). Â There are, however, challenges that universities must overcome (including campus support services and faculty incentives) in order to promote the success of online education. As the recognised leader in online training and supporter of the worldwide implementation of elearning, Gatlin International understands the needs and challenges of developing quality online programmes. Thatâ€™s why we offer universities, governments and corporate institutions top certificate courses in a variety of languages, as well as provide the support they need to get enrolments. Galtin International offers top courses in many areas like Six Sigma, business marketing design and video game design and development while minimizing the effort of online course development negatively described by APLUâ€™s study respondents. Discover how becoming a partner can help your institution gain support in course development and make online education easy.